the effectiveness ofthe perceptionabout product, …

THE EFFECTIVENESS OF THE PERCEPTION ABOUT PRODUCT,PROMOTION, AND PRICE TO INCREASE SCHOOL IMAGE AND

LOYALTY OF PARENTS (STUDY ON ISLAMIC EARLYCHILDHOOD EDUCATION INSTITUTIONS IN SEMARANG)

FahrurroziUIN Walisongo Semarang

Jl. Walisongo No. 3 - 5, Semarang, Jawa TengahEmail: [email protected]

Abstrak: Efektivitas Persepsi tentang Produk, Promosi, dan Harga untuk Meningkatkan Citra Sekolah dan LoyalitasOrang Tua: Studi terhadap Lembaga Pendidikan Usia Dini di Kota Semarang.. Penelitian ini bertujuan untukmengetahui keefektifan persepsi tentang produk, promosi, dan harga untuk meningkatkan citra (image) tentanglembaga Pendidikan Anak Usia Dini (PAUD). Keefektifan yang dimaksud yaitu persepsi tentang produk, promosi,dan harga untuk meningkatkan loyalitas orang tua siswa terhadap lembaga PAUD; dan keefektifan variabel citrasekolah, sebagai variabel meditor, dalam mempengaruhi hubungan antara persepsi tentang produk, promosi,dan harga (strategi pemasaran) dan loyalitas para orang tua. Penelitian ini dilakukan di lembaga-lembagapendidikan PAUD Islam di Kota Semarang Jawa Tengah Indonesia. Sampel diambil secara stratified randomsampling. Adapun jumlah sampelnya adalah 132 orang tua siswa. Data yang terkumpu selanjutnya dianalisisdengan analisis jalur (path analysis) yang dibantu dengan program SPSS 16. Temuan penelitian menunjukkanbahwa seluruh variabel, kecuali varibel X2 (promosi), efektif dalam mempengaruhi citra dan loyalitas. VariabelZ (citra) efektif dalam mempengaruhi hubungan antara variabel independen produk dengan variabel loyaltassebesar 0.127 dan hubungan antara variabel harga dan variabel loyalitas sebesar 0.093.

Kata kunci: produk; promosi; harga; citra; loyalitas.

Abstract: The Effectiveness of The Perception About Product, Promotion, and Price To Increase School Image andLoyalty Of Parents: Study on Islamic Early Childhood Education Institutions in Semarang City. This research aimsto know the effectiveness of the perception of product, promotion and price, to improve the image of Islamicearly childhood education institutions; the effectiveness of the perception of product, promotion and price, toimprove the loyality of parents to Islamic early childhood education institutions; and the effectiveness of theimage of the school, as a mediator variable in influencing the relationship between the perception of marketingstrategy and loyality of parents. This research was conducted at institutions of Islamic Early Childhood Educationin District Ngaliyan, Semarang, Central Java, Indonesia. Samples were taken randomly stratified (stratifiedrandom sampling). The number of samples was 132 parents. The collected data was analyzed with path analysisand assisted with SPSS 16. The findings of research show that that all varibles, only X2 variable (promotion), areeffective in influencing image and loyalty variable. In addition Z variable (image) is effecive in influencing therelationship between independent variable of product with loyalty variable (0.127) and the relationship betweenprice variable and loyalty variable (0.093).

Keywords: product; promotion; price; image; loyalty.

Intoduction

Early Childhood Education is a type ofeducation that is currently persuaded by people.Early childhood is a development period whenan extraordinary event occurs and determinesthe next period. Experts call it as a golden age.Children need more complete education stimulusfor their growth and development. Therefore,the stimulation of education can be given in

home and outside home to obtain optimal results.Educational services outside the home for childrenaged 2 to 6 years is called the Early ChildhoodEducation program.

The highness of public interest in earlychildhood is marked by the rise of theestablishment of early childhood educationinstitutes, including early childhood educationinstitute characterized with Islamic values such

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as Raudhatul Athfal and Islamic kindergarten.Type of early childhood education on the onehand and Islamic values Islam on onother handare two characteristics that favored by mosttoday’s people. Various efforts have been madeby various organizations to demonstrate theircommitment to quality, as well as organizationsor educational institutions, especially Early ChildEducation Institute. Efforts have been madeby various organizations to demonstrate theircommitment to quality, as well as educationalinstitutions in particular the Institute of EarlyChildhood Education. These efforts are known asmarketing in management. Marketing in the fieldof education produces the satisfaction of learnersand the welfare of educational institutionsstakeholder in the long term.

In this context, the researcher was inspiredby the results of research conducted by Chung-kaiLi and Shia-Hung Hung (2000) which established 5elements of the marketing mix as a representationof the marketing mix in education, and they areassociated with school image and parents loyalty.1

In addition, the research conducted by Fahrurrozi(2012) indicates that there are several marketingstrategies that are applied by Sekolah DasarIslam dan Madrasah Ibtidaiyah in Semarang city,namely product, price, promotion, place, people,process, and physical evidence strategy. Thereare 3 of the 7 strategies that seriously plannedto enhance the school’s image in the view ofpeople, namely product, promotion, and pricestrategy.

Based on the reason of the implementationof marketing strategies in educational servicesand the high public interest in early childhoodeducation, the research on the effectivenessof this marketing strategy in relation to theimage of the school and community loyality, it isimportant to do. This research aims to know theeffectiveness of the perception of the product,promotion and price, to improve the image of

promotion and price, to improve the loyalityof parents to Islamic early childhood educationinstitutions; and the effectiveness of the image ofthe school, as a mediator variable in influencingthe relationship between the perception ofmarketing strategy and loyality of parents.

Theoretical Framework1. Services Marketing

Basically marketing is the art and scienceof choosing targeted market and getting,keeping, and growing customers by deliveringand communicating superior customer value.2

Another definition of marketing is delivered byFine:3 ”Marketing is the process of planning andexecuting the conception, pricing, promotionand distribution of ideas, goods and servicesto create exchanges that satisfy individual andorganizational objectives”

Some definitions above can be concluded thatmarketing is an activity or process of exchangethat can provide good value for both consumersand producers so that a series of activitiesof planning, implementation, evaluation andmonitoring can be created. In a social context,the marketing concept has evolved and is nowknown as social marketing. Social marketing isbasically an application of commercial marketingstrategy to “sell” the idea to be accepted by thepublic, for example a campaign or solicitationto school, a campaign to plant 1.000 trees, acampaigns on nutrition, energy saving, anti-smoking, hygiene, and others.4

Service is a performance offered to customers.Performance can not be palpated or more preciselycan be felt. Thus the service is not a product thatis associated with physical product. Good and badservices can directly perceived by the customer.Services have different characteristics than physicalproducts. Characteristics of the service can bedescribed as follows:

Islamic early childhood education institutions; theeffectiveness of the perception of the product,

1 See Chung-kai Li and Shia-Hung Hung, “MarketingTactics and Parents’ Loyality: The Mediating Role of SchoolImage” dalam Journal of Educational Administration. Vol. 47.No. 4, 2009, p. 478, 2000.

2 Philip Kotler and Kevin Lane Keller, ManajemenPemasaran. (Indeks, 2007), p. 6

3 Seymour H. Fine, Social Marketing: Promoting The Causesof Public and Nonprofit Agencies. (Boston: Allyn and Bacon,1990). p. 1

4 See also Buchori Alma, Manajemen Pemasaran JasaPendidikan, (Bandung: Alfabeta, 2003), p. 16.

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Fahrurrozi: The Effectiveness of The Perception About Product

a. Intangible. Services can not be seen, felt,touched, heard or kissed before serviceswere purchased. The importance of this isintangible value experienced by consumersin the form of pleasure, satisfaction or asense of security.

b. Services are non-standard and highly variable.

c. Services are generally produced and consumedat the same time with the participation ofconsumers in the process (Inseparability).

d. Services may not be stored in any form(perishability).

A product marketing or service, tangible orabstract, usually one of them is based on thefour P’s, namely product, price, promotion andplace (distribution). The formula used marketersto allocate resources in each of the four P iscalled the marketing mix..

The question is whether the 4P modelhelps marketers realize the optimum mix? Theconcept of marketing mix elements have beendeveloped from the four elements (product,price, promotion, and place) increased to fiveelements, namely the “people”.5 MeanwhileFine (1990: 4) added the three P to be 7P, theproducer, Purchaser, and probing (i.e. research).6

Meanwhile, Kotler also complemented previousfour elements of the marketing mix that includesProduct, Pricing, Place, Promotion, People,Process, Customer Service.

This new model provides broad frameworkneeded to prepare an effective plan and achievethe optimum mix. Seventh P models were used toanalyze the actual social marketing. Procedurally,social marketing consists of two phases, namelythe planning stage and the implementation stage.Social marketing plan as a first step, shouldformulate questions related to 7P:7

a. Who is the manufacturer (producer), the sourceof promotional messages?

5 Buchori Alma, Manajemen Pemasaran..., p. 4796 Seymour H. Fine. Social Marketing: Promoting The

Causes of Public and Nonprofit Agencies, (Boston: Allyn andBacon, 1990), p. 4. See also Jonathan Ivy, “A new highereducation marketing mix: the 7Ps for MBA Marketing” dalamInternational Journal of Educational Management Vol. 22 No. 4,2008, 200

7 Seymour H. Fine. 1990. Social Marketing..., p. 4

b. Who are the potential buyers (Purchasers)in the market and what are the needs anddesires of these people?

c. What specific products or services that canbe designed to help marketers meet theseneeds?

d. What is the price that must be sacrificedby the buyer to obtain a product? Price is“the amount (plus a few items that may be)required to obtain a number of combinationsof items along serve”. This value is not onlymeasured by money. To get products andservices, consumers can pay in the formof time, effort, lifestyle changes, or in thecontext of education, the opportunity costof delay work. “The social price” mustbe considered when planning marketingstrategies, particularly in the context ofeducation.

e. How marketers promote (promotion) orcommunicate the existing market? It dealswith communications. No matter how goodthe quality of a product, if no one knowsabout its existence, it is impossible for theseproducts to be purchased.

f. Who are the parties or institutions that willparticipate in making the product availableon the spot (place) and a good time (goodfor buyer)? The place is a distribution channelor series of organizations are interdependentand mutually visible in the process to makea product or service is ready to use orconsume. The location related to wherethe company should be headquartered andconduct operations.

g. What Research (probing) is needed toevaluate the campaign of marketersand to obtain feedback from the buyer?Consumer research is a vital marketingcompone nt, but many organizations,especially education institutions that arenot able to use it properly. Therefore,educational organizations must be able toconduct research in accordance with theneeds and do it thoroughly and carefully.

The second stage is to implement the plan.Implementation of the plan will go well if the

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marketing function on the hands of a responsibleperson and has extensive knowledge in utilizingthe resources needed to achieve what wasplanned. The person must be in the top positionof an institution. As a nonprofit organization, theschool should not be in a vacuum, and requiresthe participation of the entire managementteam. Sometimes the first duty of the directorof marketing is to market marketing to theadministrators. Past experience shows that themarketing program can not succeed without theenthusiasm of upper management (up level).8

2. Organization ImageImage is the impression, feeling, or public

conception about the organization, object, person,or the institution. The image can not be printedsuch as printing goods, but it is the impressiongained by someone through knowledge andunderstanding about something.9 While Kotlerdefines image as a form of beliefs, ideas, and theimpression of a person to a particular object. 10

The image is determined by how agencies carryout operations in terms of services. The imageis also formed by impressions and based on theexperiences of someone about something, sothat build a mental attitude. 11 Mental attitude isabout what consideration will be used to makea decision, because the image is considered torepresent the totality of a person’s knowledgeabout something.

Based on the explanation above, alleducational institutions should strive to createa positive image in the hearts of the public.Image is what will lead people to determinewhether they will enter their son to the school orotherwise. Growth positive image requires a longtime. There are many factors that influence imageformation, the reputation of academic, schoolappearance, cost, personal attention, location,career placement, social activities, and programsof study. All of these components will eventually

8 Seymour H. Fine. 1990. Social Marketing..., p. 109 Buchori Alma. 2003. Manajemen Pemasaran Jasa

pendidikan. Bandung: Alfabeta. p. 9210 Philip Kotler dan Gary Armstrong, 2008, Prinsip-prinsip

Pemasaran Jilid 1 (Terjemah), Jakarta: Erlangga, p. 5711 Buchori Alma. 2008. Manajemen Corporate & Pemasaran

jasa Pendidikan. Bandung: Alfabeta, p. 55

form the image of the institution and should beconsidered by the school manager.12

3. LoyalityLoyal literally means faithful. In relation to

customers, according to Gremler and Brownthat customer loyality is not just proved byrepeat purchases of the goods and servicesby customers, but more than that customersalso have a commitment and a positive attitudetowards company services, for example byrecommending others to buy. Griffin found aloyal customer is highly satisfied customers witha particular product or service and have a highenthusiasm to introduce it to others.13

Customer loyality is one of the core objectivestried in modern marketing. Based on the loyalitythe company is expected to accept the long-term profit because of mutual relationship thatexists within a certain time. Boulding arguesthat the consumer brand loyalty is caused by theinfluence of satisfaction and dissatisfaction tothe brand accumulated continuously as well asthe continuous perception of the quality of theproduct.14 The core of decision-making shows thatthe decision to buy may be performed by morethan one person. In such cases, the purchasedecision may indicate a compromise conducted bysomeone and may explain why he is sometimesnot loyal to the products or services.

The description of loyaity above explainsthat loyality is an attitude that becomes impulsebehavior to purchase products/services of acompany. The purchase is conducted regularlyand repeatedly with high consistency. In additionthe purchasers also have a commitment anda positive attitude towards companies thatoffer products/services. According to Zeithamlloyality parents have a sense that parents havea strong commitment to enroll their childrenin educational institutions in consistently thefuture, give positive comments about the school,recommend the school to others, and encourageothers to use the services of the school. The

12 Buchari Alma. 2008. Manajemen Corporate..., p. 91.13 See Diah Dharmayanti, Jurnal Manajemen Pemasaran

Vol. 1 No. 2, Oktober 200614 See Ali Hasan, .Marketing ..., . p. 83

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loyal Parents will help schools to attract newstudents interest.15

4. Previous StudiesThere are several previous studies that can

be used as a foothold of this research:

a. “Pengaruh Bauran Pemasaran Jasa Pen-didikan Tinggi Terhadap Loyalitas MahasiswaUniversitas Widyatama”. The results ofresearch conducted by Ridwansyah, IwanMaulana, Arief in 2010 showed that thehigher education service marketing mixaffects the loyalty Widyatama universitystudents by 51.7%, and the remainder isaffected by other variables not examinedin this study.

b. “Studi Komparatif Bauran Pemasaran JasaPendidikan Pada Tingkat Sekolah Dasardan Madrasah Ibtidaiyah (Studi Desktiptifdi Sekolah Dasar Swasta dan MadrasahIbtidaiyah Swasta di wilayah Dinas PendidikanKota Cimahi”. The results of researchconducted in 2011 showed that there aresome differences between the practices ofthe marketing mix of educational services atthe private elementary school level in theRegional Office of Education Cimahi andthe marketing mix of educational servicesat the private Islamic elementary schoolsin the Regional Office of Education Cimahi.

c. “Sustainable Competitive Advantage (KasusPada Program Studi Manajemen PerhotelanUK Petra di Surabaya)”. The results ofresearch conducted by Marcus Remiasa in2005 showed that, SWOT analysis and IE-Matrix suggested some recommendations:strategy “intensive market” is done throughmarket penetration and market development;develop differentiation strategy that showsdifferent characteristics of the hotel school,are the unique combination of knowledge,skill, and attitude, and equipped with

The difference between this study andprevious studies above is on the measurement ofeach strategy. If previous research has not led tothe measurement of effectiveness, this researchwas conducted to determine the most effectivestrategy in shaping the image, so it effects theloyalty of parents/community to Islamic EarlyChildhood Education Institutions.

MethodsThis research was conducted at institutions

of Islamic Early Childhood Education in DistrictNgaliyan Semarang. The institutions of IslamEarly Childhood Education are: Taman Kanak-Kanak Islam (TKI) Miftahul Jannah, TKI MasjidAl-Azhar, Raudlatul Athfal (RA) Darul Ulum, RANurul Islam. The research data was collectedthrough a questionnaire distributed to a sampleof parents of students at the institutions above.Samples taken randomly stratified (stratifiedrandom sampling). The number of samples was132 parents. The collected data thus was analyzedto test the hypothesis. Relationships betweenvariables were analyzed with path analysis andassisted with SPSS 16.

FindingsFinding 1

Descriptive statistical data from this studyis that the average (mean) of product variable29.8333 with deviation standard 3.09929. Themean of promotion variable 12.3636 withdeviation standard 2.28260. Whereas the meanof price variable 19.6364 with deviation standard2.41899. While the mean of image 13.1591 withdeviation standard 1.64771. Furthermore, to testthe first hypothesis, the relationships betweenvariable X1, X2, and X3 to variable Z is sought,so that the structural regression equation isas follows:

Z = ρ ZX1 + ρ ZX2 + ρ ZX3 + Єfacilities that show the hotel atmospherein all lecture buildings so the strategy cancreate sustainable competitive advantage.

15 See Chung-Kai Li and Shia-Hung Hung, ..., p. 480.

1

The result of the analysis of SPSS shows thatthe product, promotion, and price simultaneouslyeffect by 65%. While the other 35% is influencedby other factors.

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Df

Model Summary

Model R R SquareAdjustedR Square

Std. Error ofthe Estimate

1 .806a .650 .642 .98643

a. Predictors: (Constant), HARGA, PROMSI, PRODUK

variable product (X1) significantly affects variable

Df

Model Summary

Model R R SquareAdjustedR Square

Std. Error ofthe Estimate

1 .806a .650 .642 .98643

a. Predictors: (Constant), HARGA, PROMSI, PRODUK


constant. While the interpretation of variableX3 is an increase of 1 unit X3 will increase thevariable Z 0,383 in the assumption that othervariables held constant.

Sum ofANOVAb

Mean

Finding 2To test this second hypothesis, the effect

Model Squares Df Square F Sig. relation of variable X1, X2, X3, and Z to variable1 Regression 231.110 3 77.037 79.171 .000a

Residual 124.549 128 .973Total 355.659 131

a. Predictors: (Constant), HARGA, PROMSI, PRODUKb. Dependent Variable: IMAGE

Y must be sought first. So that the structuralregression equation is as follows:

Y = ρ YX1 + ρ YX2 + ρ YX3 + ρ YZ + ЄFurthermore, the result of ANOVA analysis

(F test) shows that independent variablessimultaneously affect variable image (Z) shownfrom the Sig. 0,000 <Alpha 5% (reject the nullhypothesis and accept the alternative hypothesisor statistical test F is already significant).

The result of t test shows that the variableProduct (X1) and Price (X3) significantly affectthe variables Image (Z). It is shown by Sig ofeach variable smaller than Alpha 5%, 0,000. Thevariable Promotions (X2) significantly does notaffect variable image (Z) which is seen from

2

The result of the analysis of SPSS shows thatvariable product, promotion, price, and imagesimultaneously effect the loyality of parents by 62%.While the other 38% is influenced by other factors.

Model Summary

Model R R SquareAdjusted R

SquareStd. Error ofthe Estimate

1 .786a .618 .606 1.58966

a. Predictors: (Constant), IMAGE, PROMOSI, HARGA, PRODUK

ANOVAb

the Sig. 0.993> Alpha 5%. So that variable X2 is ModelSum ofSquares

MeanSquare F Sig.

eliminated from the model. See the result ofanalysis of SPSS program as follows:

Coefficientsa

1 Regression 519.456 4 129.864 51.390 .000a

Residual 320.930 127 2.527Total 840.386 131

a. Predictors: (Constant), IMAGE, PROMOSI, HARGA, PRODUKUnstandardized

Coefficients

Std.

StandardizedCoefficients

b. Dependent Variable: LOYALITAS

Furthermore the ANOVA (F test) shows thatindependent variables simultaneously effectModel B Error Beta t Sig.variable of parents loyality (Y). This is evidenced

1 (Constant) -.274 .910 -.301 .764

PRODUK .279 .034 .524 8.241 .000

PROMSI .000 .041 .000 -.009 .993

HARGA .261 .046 .383 5.711 .000

a. Dependent Variable: IMAGE

Therefore, the structural equation becomesas follows:

Z= 0,524X1 + 0,383X3 + Є1

Based on coefficient test above (+), variableX1 and X3 have a positive influence on variableZ. The interpretation of variable X1 is an increaseof 1 unit variable X1 will increase variable Z by0.524 in the assumption that other variables held

by the Sig. 0,000 <Alpha 5% (reject the nullhypothesis and accept the alternative hypothesisor statistical test F is already significant).

On Coefficients, t test showed that the

of parents loyality (Y) as evidenced by the Sigvalue 0.000 <Alpha 5%. Price (X3) statistically alsoaffects the variable Y as evidenced by the Sigvalue 0.001 <Alpha 5%, as well as with variableimage (Z) statistically also affect the variable Yas evidenced by the Sig value 0.009 <Alpha 5%.Meanwhile Promotions variable (X2) does notstatistically affect the variable Y, since the valueof Sig .481> Alpha 5%. See the results of SPSSanalysis below:

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3. Z to Y Ρzy = 2.638 .0090,244


Coefficientsa

Unstandardized StandardizedCoefficients

Std.

Coefficients 4. X1 to Y through Z ρzy1 =0.127

Model B Error Beta t Sig. X2 to Y through Z ρzy2 =

a. Dependent Variable: LOYALITAS

Based on the result of analysis above, thestructural equation becomes as following:

Y= 0,372X1 + 0,261X3 + 0,244Z + Є2

Based on the value of the coefficient (+)above, the variable of X1, X3, X4 (Z) affectvariable of Y. The interpretation variable X1 isthat an increase of 1 unit variable X1 will increasevariable Y by 0.372, in the assumption that othervariables held constant. The interpretation ofvariable of X3 is that an increase of 1 unit X3 willincrease the variable Y by 0.261, in the assumptionthat other variables held constant. While theinterpretation of variable Z is that an increaseof 1 unit variable of Z will increase variable Yby 0,244 in the assumption that other variablesheld constant.

Finding 3Based on 2 previous analysis, the path model

of the effectiveness of the perception of Product,Promotion, Price in improving the school imageand parents loyality can be described as follows:

Summary of Findings

The table and image above explain that thevariable X2 does not affect the variable Y eitherdirectly or indirectly, so that X2 is eliminatedfrom the model. Meanwhile the indirect effectof variable X1 to variable Y through the variableZ is 0.524 x 0.244 = 0.127856 or 0.13. While thedirect effect of variable X1 on Y as explained inthe hypothesis test two.

The indirect influence of variable X3 tovariable Y through the variable Z is 0,383 x 0.244= 0.093452 or 0.09. While the direct influence ofvariable X3 to Y as explained in hypothesis testII. Meanwhile the direct effect of the variable Zto Y, as shown in the figure is 0,244. The totaleffect of variable X1 to Z and Y are 0.13 + 0.372= 0.502. Whereas the total effect of variable X3to Z and Y is 0.09 + 0.261 = 0.351.

The previous findings explain that all variblesonly X2 variable (promotion) are effective ininfluencing image and loyalty variable. In addition

No Variables ρ t Sig. Z variable (image) is effective in ifluencing the1. X1 to Z ρz1 =

0.5248.241 .000 relationship between independent variables of

product and price with loyalty variable. One ofX2 to Z ρz2 = -.009 .993 reasons why X2 variable (promotion) is ineffectiveX3 to Z ρz 3=

0.3835.711 .000 in influencing image and loyalty variable, because

in Semarang context parents do not make it as2. X1 to Y directly ρy1= 0.372 4.503 .000 important factor to influence their consideration

X2 to Y directly ρy2 = .707 .481 to choose the Islamic early childhood education

X3 to Y directly ρy3 =0.261

3.310 .001 institution for their children.

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3. Z to Y Ρzy = 2.638 .0090,244


Coefficientsa


Std.





Y= 0,372X1 + 0,261X3 + 0,244Z + Є2




Summary of Findings












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3. Z to Y Ρzy = 2.638 .0090,244


Coefficientsa


Std.





Y= 0,372X1 + 0,261X3 + 0,244Z + Є2




Summary of Findings












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ConclusionsBased on the findings above, this study may

give some suggestions that would be useful forTK Islam Miftahul Jannah, TK Islam Masjid Al-Azhar, RA Nurul Islam and RA Darul Ulum, namely:

1. The schools should enhance public perceptionof the product and the price to improve theschool’s image in the eyes of parents.

2. The schools should enhance public perceptionof the product and the price to improve theloyality of parents.

3. School image as a mediator factor should beused to enhance the perception of parentsabout the product and price as well as toincrease the loyality of parents.

4. The schools should reduce the promotionalactivities, because parents do not make itas a motivating factor to be loyal to theschool. Thus, the promotion budget whichhas been widely released, could be allocatedto other factors that are more oriented to thedevelopment of products quality (graduates)and school imaging.

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DEVELOPING CHARACTER INTERNALIZATIONMODEL IN ISLAMIC EDUCATION THROUGH

VALUE CLARIFICATION TECHNIQUE

Kasinyo HartoFaculty of Teacher Training and Education, UIN Raden Fatah Palembang

Jl. Prof. K. H. Zainal Abidin Fikri, Telp. (0711) 353276 PalembangE-mail: [email protected]

Abstrak: Pengembangan Model Internalisasi Karakter dalam Pembelajaran Pendidikan Agama Islam melaluiValue Clarification Technique. Penelitian ini dilatarbelakangi oleh asumsi bahwa pembelajaran PAI (PendidikanAgama Islam) terkesan kurang efektif dalam penanaman nilai afektif pada peserta didik sehingga dianggap tidakfungsional. Hal ini disebabkan oleh pembelajaran agama yang cenderung dominan disampaikan dengan modelverbalistik dan normatif-doktriner. Sebagai solusi alternatif, penelitian ini dilakukan dengan pokok masalah,yaitu bagaimana implementasi model pembelajaran VCT (Value Clarification Technique) dapat mengembangkanpotensi afektif dalam pembelajaran PAI. Tujuan utama penelitian ini adalah untuk mengetahui pengembanganpotensi afektif siswa melalui penerapan VCT. Penelitian ini termasuk pada kategori penelitian lapangan denganmenggunakan pendekatan kualitatif dalam sistem pengumpulan data dan analisis data. Hasil penelitianmenunjukan bahwa dengan mengembangkan model pembelajaran VCT dalam pembelajaran PAI, internalisasinilai-nilai keagamaan dapat ditanamkan secara efektif dan efisien melalui pengungkapan sikap, nilai, dan moralsiswa terhadap suatu kasus yang disajikan oleh guru.

Kata kunci: model internalisasi karakter; pendidikan agama Islam; value clarification technique.

Abstract: Developing Character Internalization Model in Islamic Education through Value Clarification Technique.This study was conducted in response to the assumption that Islamic education nowadays seems not to befunctional and less effective in cultivating the effective values to the students. This condition occurs due to thetendency of dominantly using verbal and normative-doctrinaire models in the learning process. As the mainobjective, this study focuses on how to implement a learning model by using VCT (Value Clarification Technique) todevelop students’ effective values in Islamic education. By using qualitative approach in collecting and analyzingthe data, this field research revealed that by developing a learning model through VCT, the internalization ofreligious values could be embedded effectively and efficiently to the disclosure of attitudes, values and moralsof students on a case presented by the teacher.

Keywords: character internalization model; Islamic education; value clarification technique.

Introduction

Indonesia needs human resources in sufficientquantity and quality as the main support in itsdevelopment. To meet the demand of humanresources, education has a very important role.The national education aims at developingstudents’ potentials in order to become a manof faith and fearful of God with noble, healthy,knowledgeable, skillful, creative and independentcharacters as democratic and responsible citizens.Based on the function and purpose of thenational education, it is clear that education atall levels should be systematically organized inorder to achieve that goal. This is related to the

formation of the learners’ characters so thatthey can compete, have manners and interactin the society.

In the light of several studies, it was foundthat a person’s success is not determined solelyby the knowledge and technical capabilities (hardskills), but rather by the ability to managethemselves and others (soft skills). Success isdetermined only about 20 percent of the hardskills and the remaining 80 percent by soft skill.Most of successful people in the world couldsucceed only because of more support from thesoft skill than the hard skill. This suggests thatthe quality of character education for learners

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is very essential to enhance. The character is away of thinking and behaving that makes eachindividual special to live and work not only in thefamily but also in the community and nationwide.Individuals whose good character is an individualwho can make decisions and be ready to accountfor any consequences of the decisions he hasmade.

Character education is a system of cultivatingcharacter values to the school community whichincludes knowledge, consciousness or volition,and actions to implement the values to God,ourselves, other people in the surroundings tobe better human beings. In character educationat school, all stakeholders should be involvedincluding the components of education itself;curriculum, learning process, assessment,quality of relationships, school management,the implementation of co-curricular activities,infrastructure, financing, and work ethosthroughout the school community and theenvironment.

Apart from the various shortcomingsin the practice of education in Indonesia,educational goals can actually be achieved wellif in accordance with the national standard ofeducation that becomes the guideline in thecurriculum development and the implementationof learning and assessment in schools. Thedevelopment of students’ good characters shouldalso be included in the lessons to be taught,mastered and realized by the students in theireveryday life. However, the problem is that thecharacter education in Indonesia just comes tothe level of recognizing the norms and valueswithout internalizing and applying them in thereal life.

Regarding this fact, the development ofculture and character education is very strategicfor the sustainability and excellence of thenation in the future. It must be done throughthe development of good planning, appropriateapproaches and effective learning methods. Inaccordance with the nature of values, cultureand character of the nation’s education is a

school managers through all subjects includingthe Islamic education.

Islamic education as one of the subjects inthe school has a strategic and significant role inthe formation of students’ good characters andpersonality. It can generally be understood as aneffort to increase the faith, understanding andappreciation of students about Islam in order tomake them good Muslims who are faithful andhave good attitudes in the state of personal lifeand society.

Islamic education in schools is basically morefocused on the moral action that students do notjust stop at the level of competence but of willand habit in the realization of religious values intheir daily life. According to Lickona, to enhancestudents’ characters to reach the moral actionlevel, there are sustainable development stagesstarting from moral knowing, moral feeling andmoral action. 1

The revitalization of Islamic education wouldnot be possible if the teachers are narrow-mindedtowards the present curriculum. Such perspectivedoes not result in a dynamic and contextuallearning, but too textual. The main purpose ofIslamic education is to develop learners’ potentialsto be pro-active to the social problems that occurin the society, to have positive attitude towardsthe improvement of all inequality, and to skillfullyovercome any problems in their daily life. Inregard with this main objective, it is clear thatIslamic education is the subject closely relatedto the students’ good characters formation.

To cultivate the good characters, it of coursecannot only be taught by using verbal teachingapproach (lecturing). Suitable approaches thatallow students to understand, appreciate, andinternalize positive values should be used.Teachers must have an understanding of culturaland character education values integrated inevery lesson of each subject. The values can belisted in the syllabus and lesson plan before theydetermine the methods or approaches used.

To make Islamic education in schools become

joint effort of the school. Therefore, it must1 Thomas Lickona, Education for Character: Howbe conducted jointly and become an integral

part of the school culture by all teachers andOur School Can Teach Respect and Responsibility. (NewYork: Bantam Books, 1991). p.6

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Kasinyo Harto: Developing Character Internalization

more meaningful and valuable in the schools,teachers can use the method that can internalizethe values to the students by using ValueClarification Technique (VCT). It is “a teachingtechnique that assists learners in finding anddetermining a value that is considered good infacing a problem by analyzing the existed valuesembedded in them”.2

Darmadi stated that value clarification is notvalue-free or relativistic, but a vibrating effectiveprocess involving human potentials. A learningmodel by VCT provides hands-on experienceto students in determining attitudes towards aparticular issue at hand and implementing value ineveryday life over and over again so as to allowthe formation of a habit.3 It is very important tounderstand the formation of historical value asDaradjat explained that experiences passed sincechildhood even in the womb are the elementsthat will be a part of someone’s personality inthe future.4

There are some studies that are relevant todetermine the sub-studies that have or havenot been investigated in previous studies,whether there are elements of the differences orsimilarities in the context of this study: The firstis a study conducted by Herlina (2013) entitledDeveloping Learning Model through VCT for CivicEducation in the Secondary Level. This study thatfocused on the civic education learning in JuniorHigh School found that learning model throughVCT was very effective in the formation of valuesthat exist in civic education.5

Further, the study by Suharno (2013) entitledDeveloping Character Internalization Model in SocialSciences through VCT in Junior High School revealedthat VCT was very effective in the process ofcultivating the character values in learning socialsciences.6 In line with that, Hesty (2010) in her

study The Application of Local Wisdom-BasedVCT Model as an Effort in the Internalizationof Character Education to Increase the CreativeThinking and Outcomes of Learning Biology ofIslamic Senior High School Students found that VCTcan increase the creative thinking and learningoutcomes.7

The present study has distinction with thoseprevious studies. It is on the use of VCT inimproving the characters of Muslim’s personalityin Islamic Education at SMAN 6 Palembang. Asan academically scientific work, this research hastwo objectives. The first is to know the methodto cultivate the character values through VCT inIslamic Education at SMAN 6 Palembang. Thesecond is to know the procedure of developingthe character internalization model in Islamiceducation through VCT at SMAN 6 Palembang.

Research MethodThis research was conducted at SMAN 6

Palembang by developing the character inter-nalization model in Islamic education through VCT.This is a field research using qualitative approachin collecting and analyzing the data. There arethree main steps in this research. The first is thepreliminary study and exploration on charactereducation especially in Islamic education at SMAN6 Palembang. Furthermore, researcher met theheadmaster to know various policies related tothe current way of learning Islamic educationthere. The next step is that the researcher metthe research subjects: the teachers of Islamiceducation and the students. Then the experimenton developing the character internalization modelthrough VCT was done.

After the experiment, the data were analyzedby using interactive analysis model developed byMiles and Huberman (1984).8 This analysis consists

2 Wina Sanjaya, Strategi Pembelajaran Berorientasi StandarProses Pendidikan,(Jakarta: Kencana, 2009), p. 272.

3 Hamid Darmadi, Dasar Konsep Pendidikan Moral:Landasan Konsep Dasar dan Implementasi, (Bandung : Alfabeta,2009). p.5

4 Zakiah Daradjat, Membina Nilai-nilai Moral di Indonesia,(Jakarta: Bulan Bintang, 1977), .p. 7

5 IdaHerlina, Pengembangan Model Pembelajaran VCTPPKN Di Sekolah Lanjutan Tingkat Pertama, (Tesis: UPI, 2013)

6 Suharno, “Pengembangan Model Internalisasi Nilai

Karakter dalam IPS (Ilmu Pengetahuan Sosial) MelaluiVCT (Value Clarification Technique) di Sekolah MenegahPertama”,dalam jurnal Teknologi Pendidikan dan Pembelajaran,( Vol. I, No. 3, UNS, 2013, pp. 389-397)

7 Erdiana Hesty, Aplikasi Model Vct (Value ClarificationTechnique) Berbasis Local Wisdom Sebagai Upaya InternalisasiPendidikan Karakter Untuk Meningkatkan Kreativitas BerpikirDan Hasil Belajar Biologi Siswa Madrasah Aliyah, (Penelitian,LEMLIT UIN SUKA, 2010)

8 Mathew B. Miles & A. Michael Huberman, Analisis Data

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No Aspect

1 Faith T

2

10

11

Worship

Interview witDocumentati

h Mon o


of three related components: data reduction, datapresentation and conclusion. In the other words,the data were analyzed by reducing, summarizing,identifying the theme and pattern, coding certainaspects to focus on the important ones so thatthe clear description can be obtained.

Results and DiscussionIslamic Education Learning ProgramImplementation

Through in-depth and thorough observation,interview and examinin g academic andadministrative documents at SMAN 6 Palembang,the data related to the program implementationof Islamic Education were obtained. The processand learning activity of Islamic education therecan be divided into two parts: intra and extra-curricular programs. The programs used in thisresearch are the programs conducted for thestudents of SMAN 6 Palembang which hasbeen known as a public school with nationalrecognition for its religious based standard.

Intra-curricular ProgramIntra-curricular program is a mandatory and

main program of all senior high schools includingSMAN 6 Palembang. Since it is a mandatoryprogram, all the presented subjects substantiallywill always be the same nationwide. This Islamiceducation teaching material then becomes theguideline for the teachers in teaching the subjectat school. The description and system of Islamiceducation teaching materials can be accessedby the teachers on the syllabus based on 2013curriculum.9

The learning materials of Islamic educationof SMAN 6 Palembang when this research wasconducted are based on 2013 Curriculum. Generally,the materials presented cover these aspects:

tends to be focused on the faith, worship, theQur’an and attitude. In contrast, at the highschool level, the process just covers Mu’amalahand Syari’ah. Further, Tarikh (history) is presentedequally at all levels of education.

The learning materials of Islamic educationat SMAN 6 Palembang are formally composed ofsub-subject matters based on the topics in thecurriculum. In accordance with this, the teachersdetermine several books as the references forthem and students in understanding the lessonsbeing taught. Realizing the development ofstudents’ horizons recently, the teachers shouldapply an open policy for students to access thereading materials outside there to enrich andwiden their horizons. In spite of this policy, manyteachers still require students to have and masterthe main referenced book offered in the syllabus(The result of interview with Ms. Yohana, anIslamic education teacher of the third graderson September 27, 2014)10

Among the books that become the mainreferences for the students of SMAN 6 Palembangare Islamic education book published by theMinistry of Religious Affairs, Students’ workbookdesigned by the teachers, the Qur’an and itsinterpretation published by The Religious AffairsDepartment, as well as a variety of Islamic readingresources such as bulletin, magazine, dictate, etc.11

Additionally, the learning materials classicallytaught two hours a week have been plannedsystematically by determining the time allocationfor each meeting. By considering the syllabusof the second graders in the first semester, forinstance, the time allocation can be seen alongwith certain subject matters as follows.

Table 1The Result of Learning Materials Analysis

Timefaith, worship, the Qur’an, attitude, Mu’amalah,Syari’ah and Tarikh. If observed carefully, thereis an expansion of Islamic education materials

Subject Matter

he Belief in Allah’sprophets

Allocation

4×45Minutes

used in elementary schools and high schools. Atthe elementary school level, the learning process

Prayer 4×45Minutes

Kualitatif, (Jakarta: UI Press, 1992), p. 16.9 Documentation and interview with Ms. Umti’ah on

September 27, 2014s. Yohana on September 27, 2014n September 28, 2014

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1 The Belief in Allah’s Studentsprophets of believ

for daily

describe theing Allah’s Pliving

function activities. Moreover, discussion was used torophets deepen students’ knowledge and confirm the


3 Al-Qur’anQS. Al-Baqarah: 148

QS. Al-Fathir: 32-334×45

Minutes3 QS. Al-Baqarah: 148

QS. Al-Fathir: 32-33Students are able to read anddescribe the related versesabout competences in doing

4 Attitude Taubat Raja’ 4×45Minutes

5 Mu’amalah Trade 2×45Minutes

6 Syari’ah Riba’ 2×45Minutes

good deed, and able to applythem in everyday life

4 Taubat Raja’ Students perform goodattitudes in daily life

5 Riba’ Students describe what Riba’is and learn from it for dailylife

7 TarikhThe development of

science and culture inthe middle ages

4×45Minutes

6 Trade Students describe what tradeis and learn from it for dailylife

Focusing on the philosophy of Curriculum 2013that results in the students’ learning outcomesin terms of affective, cognitive and psychomotoraspects, the Islamic education teachers should

7 The development ofscience and culture inthe middle ages

S tu d ents analyz e thedevelopment of science andculture in the middle ages, andtake an advantage from it foreveryday life

seriously try to provide mentoring and trainingfor students to understand and learn the skillsof religion and have good religious attitudes inthe learning process.

To support the achievement of students’competence towards the Islamic educationlearning materials, the teachers need todetermine the right and accurate objectives.Thus, the learning objectives in the form of basicand main competences have to be formulatedproperly. Besides, learning methods must also belearnt by teachers to help students master all therelated learning competences and aspects easily.

The objectives and competences can be seenclearly in the learning unit or lesson plan designedby the teachers. For the second grade studentsin the first semester of SMAN 6 Palembang, thelearning materials and objectives are presentedin the following table:12

Table 2Learning Materials and Learning Objectives of IslamicEducation for the Second Grade Students in the First

Semester of SMAN 6 Palembang

No Learning Materials Learning Objectives

From the table, the focus of Islamic educationat SMAN 6 Palembang is directed to developthe students’ Islamic knowledge, attitude andskill regarding with the focus of each lessonthat covers fiqh, attitude, the Qur’an, hadiś andhistory. There is a bottom line that attractsattention from the learning materials and learningobjectives presented above. The domination ofIslamic units uses not only fiqh-oriented approachbut also tarikh approach, which concerns withattitude and history. This orientation is importantto develop as students are not just directedthrough a formal way (fiqh-oriented approach)unless they will become intolerant, rigid and stiffin understanding Islam. This should be combinedwith Value Clarification technique (VCT) to havestudents with good personality or characters.

Related to the methods and strategiesused by the Islamic education teachers ofSMAN 6 Palembang, deep observation andinterview were conducted. It was found thatthe teachers used lecturing as their method. It isuseful to explain the key concepts of each unitand give the instruction in regard to learning

2 Prayer Students understaskillfully do the peveryday life

12 Documentation of syllabus at SMAN 6 Palembang 13 Class observation on September 27, 2014

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climate of study becomes more alive in whichstudents enthusiastically response to the topicsbeing discussed. Through this method, studentswere more likely to have courage to expresstheir argumentative statements in the forum.Nevertheless, prolonged debate is inevitablewhen discussing an actual and interesting issue.In this case, teachers have to give scientificand accurate explanation based on the rightreferences. This kind of method is usually usedto discuss the topics related to fiqh issues.

On the other hand, teachers tended touse reading-text method on the normative andhistorical topics. They required students to findthe concept or key words and then make asummary about the text. For this kind of task,this method is also effective. It is hoped thatstudents are able to understand the conceptsfrom certain writers. On this occasion, teachershave the possibility to make students familiarwith the important works of Islamic studies invarious disciplines. The books often used asthe references for Muslims in the field of fiqh,theology, tasawuf, etc can be introduced to thestudents. Hence, they can easily know the Islamicconcepts of facing some problems by referringto the books. Then the students’ horizons will bebroad and deep in their own Islamic knowledge.

In addition to the methods mentionedpreviously, SMAN 6 Palembang starts applyingValue Clarification Technique (VCT) with an activelearning method. Not once do the teachers useevery-one-is-teacher-here method. By using thismethod, students are able to study togethereffectively by consulting the topics with the moreexperienced ones. It becomes more attractivewhen they are able to discuss in their ownlanguage.

From the observation, it was revealed thatthe students have creative learning style as theymostly have high curiosity, good reading attitudeand sufficient intelligence. This is the reason whySMAN 6 Palembang has good achievement. Inthe field of Islamic education, this school catchesthe National Education Department’s attentionbecause of its religious zeal and disciplinary fullyatmosphere. So, the strong commitment of thestudents makes the Islamic education teachers

find no difficulties in the intra and extra-curricularprograms. They are able to make the studentscreative and independent through the teachingmethods used.

According to Umti’ah et al as the teachersof Islamic education, they have academicconsiderations when choosing and deciding thespecific teaching methods. First, it has to be inline with the learning materials. Second, it mustbe in line with the learning objectives. Third,several psychiatric realm in the objectives must betaken into account. Fourth, it should be adaptedwith the facilities and available means. Fifth, ithas to be in line with the quality and quantityof the students. Sixth, the climate of study mustbe considered. The last, the method used hasto make the students actively participate in thelearning process. The following table presentsthe learning materials and the methods used.

Table 3Learning Methods of Islamic Education

for the Second Grade Students in the First Semester ofSMAN 6 Palembang

No L e a r n i n gMaterials

Methods

1 Faith Lecturing, Question and Answer andDiscussion

2 Worship Lecturing, Demonstration, Drill andTask

3 Al-Qur’an Lecturing, Question and Answer,Discussion and Biography

4 Attitude Lecturing, Question and Answer,Discussion and Biography

5 Mu’amalah Lecturing, Question and Answer andDiscussion

6 Syari’ah Lecturing, Question and Answer,Discussion and Task

7 Tarikh Lecturing, Question and Answer,Biography and Task

From the table, it can be concluded thatsocio-drama or simulation method has not yetbeen used. By the simulation, students canactually understand their roles and positionsequipped with adequate attitudes. This is relevantwith the start of teaching on mu’amalah lessonand teaching interaction.14 At the same tokenas tarikh or history, there are some episodesdepicted the historical stories of good figures that

14 Class observation on September 27, 2014

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can make students perform the good charactersthrough socio-drama.

Media and learning facilities related to Islamiceducation used by the teachers are also discussed.The media are always varied in accordance withthe topics, objectives and methods. They can bein terms of electronic or non-electronic media.In Islamic education, pictures and cartoonsare the usual media used by the teachers ingeneral to save the time rather than writing ordrawing on the board. It is generally found thatIslamic education teachers have not yet usedsophisticated electronic media in teaching. InSMAN 6 Palembang, tape recorder, VCD and otherrecorders are often used in the teaching andlearning process of Islamic education especiallyin explaining the way to clean up before praying,pray and so on.

Even more, SMAN 6 Palembang has somefacilities that support the development ofcognitive, affective and psychomotor potentials.They consist of two parts: physical and non-physical facilities. The physical facilities includemosque namely Roudhatul Thalibin. This mosqueis usually used for some activities such as praying,practical skills and extracurricular activities. Thereis also a mini library that equips the students withabundant Islamic books to assist them understandthe important knowledge about Islam. This kind offacility does help students broaden their horizonand mindset regarding the materials they learnin the Islamic education class. Some studentsalso take a part in managing the mosque andconduct daily agenda with their mates.

On the other hand, non-physical facilities maycover the time extension to spend more activitiesby applying the religious instructions they havelearnt, recitation of the Qur’an together beforethe class starts, sounding the religious songs ormusic when they have a break, intense time torecite the Qur’an together and the opportunityfor the school alumni to guide their juniors learnabout Islamic education in depth. By having thephysical and non-physical facilities, a school canoptimize the process of training and guiding thestudents in their Islamic education.

By using competency evaluation basedapproach, it can be summed up that the

achievement of students is not merely basedon the final tests but through the entire learningprocess. Therefore, portfolio assessment has beenconducted in SMAN 6 Palembang, because thisassessment gives the teachers an opportunityto identify the students’ ability early before theremediation time. It is expected that studentshave standard competence about the learningmaterials. Thus, the evaluation system in Islamiceducation is all time as it is closely related tothe transformation of values into studentsthemselves. For this reason, the evaluation shouldnot only focus on the cognitive aspect but alsothe psychomotor and affective aspects. Theaffective dimension is actually more accurate andthe main outcome to see whether the studentssucceed in their Islamic education or not. Directobservation can be conducted regarding theirattitude, and portfolio based assessment to seethe learning outcome by paying attention to thestudents’ creativity in doing their class works.

According to the description above, it can beconcluded that VCT provides the ease for studentsto express their attitudes and thoughts towardsthe case presented by the teacher accompaniedby good teaching technique and skills. Beingdemocratic and friendly is necessary to encouragestudents expressing their statements freelyeven if it different from the teacher’s or otherstudents’. With regard to the evaluation, processand outcome must be assessed. The processevaluation can be conducted by observing thediscussion on how the students act and theactivities go, while the outcome evaluation canbe conducted through test. Appreciation orreinforcement should be given to the studentswho actively take a part in the discussion eventhough they deliver their opinion inadequately.

Extracurricular ActivitiesIn SMAN 6 Palembang, there are two

extracurricular activities for Islamic education:compulsory and optional activities. Compulsoryactivities consist of reciting the Qur’an together,Islamic studies forum, and many others. Theoptional ones may include the Qur’an recitation,Friday prayer and relevant activities, wallmagazine and so on. These activities do not

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only involve the school members but also involvethe alumni and other people. The alumni havegreat roles in these activities especially in theIslamic days and orientation of new students.The extracurricular programs are also divided intosome parts which are main, routine and incidentalprograms. These three programs are conductedthrough self-funding, school subsidy and donors.Below are the extracurricular activities of SMAN6 Palembang regarding the Islamic education:

a. Daily Activities

The objective of these activities is to createan appropriate atmosphere for schoolmembers to enhance the good characters.The activities include:

• Listening to the Qur’an recitation throughsound system from the mosque whenwelcoming the students.

• Shaking hands with the head master andteachers everyday at 06:45 a.m.

• Greeting the members or non-membersof the school when they are around.

• Listening to Islamic songs when thereis a break.

• Doing zuhur prayer together in thesecond of break time.

• Praying before and after the class led bythe students themselves.

• Reciting the Qur’an every morning ledby the selected students from 06:45 to07:00 a.m. Every first verse is interpreted.The next day, the students continue theverses they have before. So, they canfinish reciting all the verses entirely onceor twice a year. This activity is under theguidance of the teachers who come first.

• Morning Ta’lim from 07:00 to 07:15 aboutdaily habits and the other importanttopics.

• Doing duha prayer in the first of breaktime.

b. Weekly Activities

The objective of these activities is tounderstand Islamic education. The activitiesmay cover:

• Ta’lim activity

• the Qur’an recitation

• Mentoring

• Infaq from the Islamic students board

• Publishing Islamic bulletin

Ta’lim activity is conducted on Sundaysfor twice a month starting from 08:00 to10:00 a.m. The speakers come from someinstitutions or individuals in Palembang. Inthis activity, students are asked to write asummary about the topic discussed. Thestudents who are not attending this activityget some punishment from their Islamiceducation teachers, and it surely influencestheir score in this subject. Regarding the theQur’an citation, it is conducted every morning.On Friday, the recitation is followed by somebeautiful tones by the selected students. Inthis activity, female students take part it from11:30 to 13:00 p.m., and the male students doit from 13:00 to 14:00 p.m.

In another place, mentoring is conducted tomotivate students to learn Islamic educationwell in order to make them punctual andresponsible individuals who will be useful forthe development of the nation in the future.This activity is divided into two groups. Thefirst group is for the first grade students. Itis conducted on Wednesdays from 13:30 to14:30 p.m. guided by the selected secondgrade students. The second group is for thesecond grade students. It is conducted onSaturdays from 13:30 to 14:40 p.m. guidedby mentors from IAIN, UNSRI, LSM and theteachers of SMAN 6 Palembang themselves.

c. Monthly Activities

The objective of these activities is tounderstand important moments that becomea guideline in carrying out the struggle andsacrifice of the Prophets.

d. Annual Activities

• Boarding school in Ramdhan (fastingmonth)

• Public Speaking (joined by the first andsecond grade students in which thematerial is selected in accordance with

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the students’ needs)

• Competitions to celebrate Ramadhan

• The formation of the committees for theactivities in Ramadhan

• Break fasting and praying together

• Reciting the Qur’an together

• Nuzulul Qur’an night

• Praying together to celebrate Idul Fitri

The method used in the boarding school isbased on dialogue that enables the students toparticipate actively. It also includes discussion,simulation, quizzes, peer tutoring and so on. Thisannual event is not only conducted at school butalso in the cruises that eventually joined by allthe students in Indonesia. Besides, the studentsof SMAN 6 Palembang take part in incidentalactivities that they make themselves or they joinin the activities conducted by the other schools.The activities are in the form of Islamic relatedcompetitions.15

Based on the description above, the effectivevalues of the students in SMAN 6 Palembanghave been cultivated in every subject especiallyin Islamic education. They are able to applythe positive values they get from the learningprocess. Further, they have organizational andextracurricular activities to train them learnand apply the values. Therefore, intra andextracurricular activities must go together.

The Steps of Developing Character Internalization Model in Islamic Education throughVCT (Value Clarification Technique)

The implementation of VCT learning model inthe learning process of Islamic education has beenapplied by the teachers on some stages. First,they consider the main and basic competences.Second, they make the lesson plans accordingto the effective values that will be internalizedby the students. Third, the teachers assess thestudents through an essay writing test and theirattitudes by observing their participation in theclass discussion. Fourth, they give remediationfor those who have not achieved the standard

15 Observation, Interview and Documenattion onSeptember 27-29, 2014.

score. VCT focuses on how someone builds noblevalues and applies them in their daily living. Inpractice, VCT is developed through an opendialogue between students and teachers sothat the students can express their opinions orresponses without hesitation.

The obstacles encountered in the im-plementation of VCT learning model may consist of:First, teachers directly introduce the good valuesbut may possibly ignore the values already existingin the students themselves. As a result, conflictbetween the new values and the existing ones mayoccur in them. Students often have some barriersin balancing those two different values. Second,students tend to be passive learners. The dilemmais that the active students become more activewhile the passive ones become more passive. Toovercome this problem, the passive students, oneby one, may be encouraged to lead in singingthe national songs before the class begins toincrease their confidence. Thus, in internalizingthe values, teachers should considerably lookafter the students and become their role modelbecause they can not only stay in one activity.In short, the character internalization model inIslamic education through VCT has a high andmeaningful level of effectiveness in the teachingand learning process.

Conclusions and RecommendationsIn accordance with the research results and

discussion, it is concluded that at first, the affectivevalues of the students in SMAN 6 Palembang havealready been cultivated almost in every subjectespecially in Islamic education to make themuse the positive values in their everyday life. Inaddition, intra and extracurricular activities becomethe place to learn since they both go hand in handto support the students in internalizing the values.Secondly, the implementation of VCT learningmodel in Islamic education of SMAN 6 Palembanghas been conducted by the teachers: Mr. Fauzi,Mr. Amran, Ms. Yohana and Ms. Umti’ah throughvarious learning materials. The assessment is donedirectly in the learning activity. Third, effectiveaspect conceptually holds a significant role in theactiveness, way of thinking, expression of opinionsand even in the success of someone. Based on

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the above conclusions, it is recommended thatthe Islamic education teachers firstly need tohave adequate skills and techniques related to thesocial issues. Being friendly and democratic willmake students become foreword in expressingtheir opinions. Second, they need to enhancetheir relationships with the other teachers andstudents to look after the internalized values.Third, they should work together with the headmaster to maintain their relationships with thestudents’ parents so that the internalization ofgood character values can be achieved well asparents also have an essential role in their daily life.

ReferencesAdisusilo, Sutarjo, Pembelajaran Nilai Karakter

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